What were the three main ideas that stood out for you from this chapter? Without repeating information from the textbook, why are those main ideas from the chapter important to you? (In oth
NEED HELP STUDYING FOR TEST
ASSIGNMENT ONE DIRECTIONS IS GOING TO BE CALLED PART C THE DOCUMENTS THAT GO WITH IT ARE RADIO LAB, GENES, AND TRACKING
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2ND ASSIGNMENT DIRECTIONS
The three questions that each of you must answer in your initial post are:
- What were the three main ideas that stood out for you from this chapter?
- Without repeating information from the textbook, why are those main ideas from the chapter important to you? (In other words, how have you experienced the concepts/principles discussed in this chapter?)
- How will you use the information in this chapter in your work life AND what outcomes/results do you expect to achieve by doing so?
When writing your initial post that answers these three questions, please label your answers according to the question number (using the numbers 1, 2, and 3). Do not re-write the questions in your answer.
USE DOCUMENT MGMT1 & 2 TO ANSWER QUESTIONS
——————————————————————————————
ASSIGNMENT 3
The three questions that each of you must answer in your initial post are:
- What were the three main ideas that stood out for you from this chapter?
- Without repeating information from the textbook, why are those main ideas from the chapter important to you? (In other words, how have you experienced the concepts/principles discussed in this chapter?)
- How will you use the information in this chapter in your work life AND what outcomes/results do you expect to achieve by doing so?
When writing your initial post that answers these three questions, please label your answers according to the question number (using the numbers 1, 2, and 3). Do not re-write the questions in your answer.
USE DOCUMENT MGMT 3 & 4 TO ANSWER QUESTIONS
Part C: Biotechnology
The latter half of the twentieth century began with the discovery of the structure of DNA, then progressed to the development of the basic tools used to study and manipulate DNA. These advances, as well as advances in our understanding of and ability to manipulate cells, have led some to refer to the twenty-first century as the biotechnology century. The rate of discovery and of the development of new applications in medicine, agriculture, and energy is expected to accelerate, bringing huge benefits to humankind and perhaps also significant risks. Many of these developments are expected to raise significant ethical and social questions that human societies have not yet had to consider.
In this section, you can choose which biotechnology tool you'd like to learn more about. In this week's discussion you'll make an argument for or against the use of this technology.
Option 1: Genes as Medicine
Gene therapy is a genetic engineering technique that may one day be used to cure certain genetic diseases. In its simplest form, it involves the introduction of a non-mutated gene at a random location in the genome to cure a disease by replacing a protein that may be absent in these individuals because of a genetic mutation. The non-mutated gene is usually introduced into diseased cells as part of a vector transmitted by a virus, such as an adenovirus, that can infect the host cell and deliver the foreign DNA into the genome of the targeted cell. To date, gene therapies have been primarily experimental procedures in humans. A few of these experimental treatments have been successful, but the methods may be important in the future as the factors limiting its success are resolved.
For this option, you will watch the film below, and work through this worksheet IT IS GOING TO BE A PDF FILE CALLED GENES OF MEDICINE FILL IT OUT about gene therapy and its potential uses. You can answer the questions in the PDF
https://www.youtube.com/watch?v=GGEiaDau7hU&t=7s
Option 2: GM Mosquitoes
The US EPA has approved an experimental permit Links to an external site. to have genetically modified mosquitoes released in the Florida Keys. The GM mosquitoes have been altered with a gene drive Links to an external site. which prevents female mosquitoes from reaching maturity. The female mosquitoes are the ones which bite, and potentially spread deadly diseases.
For this option, you will watch the film below and complete this worksheet CALLED TRACKING GM MOSQUITOS IT WILL BE A PDF FILE Only complete Part 1 of the worksheet.
Option 3: CRISPR-Cas9
CRISPR-Cas9 is a powerful gene editing tool that was discovered in the bacteria E. coli in the 1980s. CRISPR-Cas9 allows for the removal, editing, or adding of DNA in precise locations. CRISPR-Cas9 is a promising technology that could lead to many breakthroughs in biotechnology and gene editing, though it is not without controversy.
Here's a video summary of how CRISPR-Cas9 works:
https://www.youtube.com/watch?v=2pp17E4E-O8&t=2s
For this option, you will listen to the podcast episode below, or download the episode here (mp3) . To read the transcript, visit the SITE https://www.wnycstudios.org/podcasts/radiolab/articles/update-crispr While listening to the episode, follow along AND ANSWER QUESTIONS ON THE DOCUMENT CALLED RADIOLAB Podcast CRISPR
PART D
Lab 7 Discussion: Should we or shouldn't we?
In this we investigated different types of biotechnology. Each of these technologies holds the promise of tremendously powerful ways of changing our world. The question is, should we be using these technologies?
What you need to do
Describe briefly, in 2-3 sentences, how the technology you investigated in Part C works and some examples of how the technology is used.
Next, for the biotechnology you investigated in Part C of this lab, construct an argument (5-7 sentences, minimum) that expresses your opinion on whether these technologies should be utilized or not. Some things to consider while thinking and writing (these are guiding questions and not meant to be answered individually):
· If this technology were widely used, who would be able to use it?
· Who would benefit from the use of this technology?
· What are potential downsides (cons) of this technology?
· What are the upsides (pros) of this technology?
· What responsibility do scientist have to the safety and well being of society?
· What is your mother/father/sibling/best friend's life could be saved by using this technology – what would you tell them?
Due Date & Grading
Initial post must be between 7-10 sentences in length, minimum
image1.png
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RADIOLAB Podcast CRISPR
Listen to the Radiolab Podcast, “Antibodies Part 1: CRISPR.” Click on the link to access the podcast. Then completely answer all questions below.
Podcast URL https://www.wnycstudios.org/story/update-crispr
Pre-listening discussion questions:
|
If you could custom order a “designer” dog or cat of any realistic size, color, fur type, eye color, temperament, health and intelligence, for an extra cost, would you choose to do so? Explain your reasoning. If scientists could do the same for unborn human babies, should they do so? Should scientists have limits as to what traits could be altered? Explain your reasoning. |
Begin the podcast now.
1. Describe the strange thing that scientists found in E. coli’s bacterial genome.
2. What does the acronym CRISPR stand for?
3. What was the first big clue as to the function of these repeating patterns?
4. What did Eugene Koonin suspect these sequences were for?
5. What is a marine bacterium’s greatest enemy? How bad is the problem?
6. What is the role of enzymes as “ground troops” in fighting this enemy? How successful are they?
7. If the enzyme ground troops win, what three things do the bacterium do next?
8. How do the molecular assassins use the RNA “mugshot “ to target the enemy?
9. How did the “Dude” envision using this as a tool for geneticists?
10. How does the new “good” gene get into place?
Pause at 16:00
|
Imagine being Jennifer Doudna…… How would you feel when you realized what this tool had the potential to do? After the discovery, how would you feel about the ethical issues surrounding this potential? Do you feel any level of responsibility or obligation to control its use? |
Press play
11. How is this gene editing tool better and more powerful than those that came before it, according to Beth Shapiro?
12. How might extinct animals be brought back to life?
13. How could cancer be treated using CRISPR?
Stop at 20:00
|
Imagine 3 ways this technology could be used for positive outcomes. Now, imagine 3 ways this technology could be used for negative outcomes. Do you think the potential for positives outweighs the negatives? Explain your reasoning. |
Press play
14. Where does Jennifer Doudna (“The Dude”) think we should draw the line in using this technology, at least for now? Why?
15. What happened in China that has caused scientists to sound the alarm?
Pause at 27:55
|
Did the Chinese scientist go too far in your opinion? Explain your reasoning. |
Press Play
16. Why isn’t CRISPR considered to be ready for use on human embryos?
17. What diseases are being researched as potential target
18. What is the East Coast-West Coast battle?
Stop at 38:23
|
Do you think someone should hold a patent on CRISPR, so that no one else could use it without paying the patent holder? Does the fact that CRISPR was found in nature and wasn’t created by anyone, matter? |
Press play.
19. How is CRISPR a potential alternative to antibiotics?
20. What is a gene drive system and how would it be used to fight malaria?
21. What undesirable species are being targeted with gene drive systems?
22. What are some of the dangers that scientists imagine could happen? What could go wrong?
Stop at 47:30 (end of podcast)
|
Is gene drive ethical to use in non-human wild species? Why or why not? Explain your reasoning. Is gene drive ethical to use in humans? Why or why not? Explain your reasoning. How do you deal with being unable to ask future generations permission to alter their genes? |
|
If you could, would you have your unborn child’s genes edited with CRISPR (assuming it works as intended) to be immune to Alzheimer's disease? Why or why not? Explain your reasoning. What about editing your child’s genes to increase their intelligence? Or eye color? Would you do that? Explain your reasoning. |
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Tracking Genetically Modified Mosquitoes
Biotechnology Revised July 2019 www.BioInteractive.org Page 1 of 3
Activity Student Handout
INTRODUCTION This activity accompanies the BioInteractive video Genetically Modified Mosquitoes. In this activity, you will provide questions and explore experiments to examine how releasing genetically modified (GM) mosquitoes impacts wild mosquitoes.
MATERIALS • access to the video • “Does Using GM Mosquitoes Work?” and “Data Tables” handouts • calculator and/or spreadsheet software
PRE-ACTIVITY 1. Describe your knowledge of or experience with mosquitoes.
2. For what diseases, in humans or other organisms, do mosquitoes act as vectors (carriers)?
3. Watch the video Genetically Modified Mosquitoes and record any questions you have. Briefly discuss the video and your questions with a small group of other students.
PART 1: Research Questions Imagine you and your family have recently moved to a small town on the islands known as Key West off the most southern tip of Florida. Life is good among the white sandy beaches.
Health officials in town are growing concerned, however. News reports from South America suggest that an unusually large number of infants are being born with abnormally small heads, a condition called microcephaly. Health officials have identified the mosquito species Aedes aegypti as a vector for the Zika virus that seems to be causing this outbreak. Mosquitoes of this same species have been found living in the Florida Keys. Alarmed city officials want to do everything they can to prevent Zika virus from spreading in Florida.
Some towns in Brazil have used genetically modified (GM) mosquitoes to reduce the size of local mosquito populations, as shown in the video Genetically Modified Mosquitoes. Now officials in Florida are considering releasing GM Ae. aegypti mosquitoes in your town. But first they want to know if the method works. Let’s look at the evidence.
4. Work with your group to develop one or two research questions that would help determine whether releasing GM mosquitoes into the environment is an effective method for reducing wild mosquito populations in your area. For each research question you develop, fill out a table like the following.
Tracking Genetically Modified Mosquitoes
Biotechnology Revised July 2019 www.BioInteractive.org Page 2 of 3
Activity Student Handout
Research question:
Data needed to answer the question:
Brief experimental design for collecting the data:
Predictions for your experiment: (what would the data show if GM mosquitoes are effective in reducing wild mosquito populations?)
5. Read through the handout “Does Using GM Mosquitoes Work?” Compare and contrast the question, experimental design, and the data described in the reading to your research ideas.
PART 2: Data Analysis 6. Scientists at the company Oxitec completed an experiment in Brazil similar to the one described in the “Does
Using GM Mosquitoes Work?” reading. Some of their data are provided in the “Data Tables” handout. In this same handout, fill in the missing rows for the “Brazilian Data: Untreated Area” and “Brazilian Data: Treated Area” data tables. These rows should show the number of traps with eggs (L), the total number of traps (T), the total number of eggs in all traps (E), the ovitrap index (OI), and average density (AD).
7. On a separate piece of paper, create a line graph by plotting the months on the x-axis and AD on the y-axis for both untreated and treated areas. Place both untreated and treated data on the same graph.
8. Using the information in the E and T rows of the data tables, calculate the average AD, for the untreated and treated areas, both before and after the mosquitoes were released (Ub, Tb, Ua, and Ta). Then use these values to compute the relative change in mosquito density in the untreated versus treated areas.
For example, the average AD for the treated areas before mosquitos were released is: Tb = (6 + 30 + 42 + 59) eggs/(10 + 9 + 10 + 8) traps = 3.70
Use similar calculations, and the formula for relative change shown below, to complete the following table.
Tb Ub Ta Ua relative change = �𝑻𝑻𝐚𝐚𝑼𝑼𝐚𝐚
�
�𝑻𝑻𝐛𝐛𝑼𝑼𝐛𝐛 � − 𝟏𝟏
3.70
Tracking Genetically Modified Mosquitoes
Biotechnology Revised July 2019 www.BioInteractive.org Page 3 of 3
Activity Student Handout
9. Use the data and evidence you gathered to make a claim about whether the GM mosquito program is effective in Brazil. Make sure to cite specific evidence to support your claim.
10. Although there may be a difference in the average density of mosquitoes between the untreated and treated areas, there may be alternative explanations for the difference other than the GM mosquito program. To further investigate the impact of the GM mosquito program, you will now calculate the fraction of female mosquitoes mating with GM males in the wild.
a. Compute the mating fraction (M) for the missing months in the “Mating Fraction Data: Treated Area” table of the “Data Tables” handout.
b. On a separate piece of paper, create a bar graph by plotting the month on the x-axis and the mating fraction on the y-axis for the treated area.
c. Explain how the mating fraction evidence affects the claim you made in Step 9.
11. Write a short letter to city officials summarizing evidence (based on the Oxitec data) about whether releasing GM mosquitoes may work in your area. Be sure to emphasize the ultimate goal of the research and the GM mosquito technique. Also describe any further questions or concerns you have about the release.
PART 3: Additional Questions 12. Both the ovitrap index (OI) and the average density (AD) are measures of the population dynamics of Ae.
aegypti. What ideas do you have for why the researchers use two different measures?
13. Why was it valuable for researchers to include an untreated area?
14. What additional data do you think the scientists might have or could have collected at each study site on factors that could influence the population dynamics of the mosquitoes?
- Tracking Genetically Modified Mosquitoes
- Introduction
- MATERIALS
- PRE-ACTIVITY
- PART 1: Research Questions
- PART 2: Data Analysis
- PART 3: Additional Questions
- Research question:
- Data needed to answer the question:
- Brief experimental design for collecting the data:
- question 1:
- question 2:
- Predictions for your experiment:
- question 3:
- u b:
- t a:
- u a:
- relative change:
- question 5:
- question 12:
- question 14:
- question 13:
- question 10c:
- question 9:
,
Genetics Published January 2018 www.BioInteractive.org Page 1 of 2
Short Film Student Handout
Genes as Medicine
NAME_______________________ DATE_________________
This handout supplements the short film Genes as Medicine.
1. True/False. Soon after a gene associated with childhood blindness was discovered in the 1990s, Drs. Bennett
and Maguire were able to offer a gene therapy treatment for children. _______
2. Explain the reasoning or evidence you used to answer question 1.
3. In the film you met Molly, who has a form of childhood blindness called Leber amaurosis (also called Leber
congenital amaurosis, or LCA). Her blindness is caused by _______
a. early exposure to intensely bright light.
b. an eye injury she received at a young age.
c. mutations in a gene that is necessary for maintaining sight.
d. a viral disease in her nervous system that moved into her eyes.
4. For many genetic diseases, children inherit the disease-causing mutations from their parents. What was the
likely inheritance pattern in the case of Molly’s form of childhood blindness? _______
a. Only females can have Leber amaurosis, so Molly must have inherited the genetic mutation only from
her mother.
b. Molly became blind from new mutations that occurred in her eye as a baby.
c. Molly ended up with childhood blindness because both of her parents were blind when they were
children.
d. Molly inherited a mutation in the same gene from each of her parents.
5. Which statements are reasons that eyes are a good target for clinical trials related to genetic medicine?
_______
I. Eyes are easy to access.
II. Eyes are the least important of the five senses.
III. Eyes in humans are identical to eyes of other species used in animal models.
IV. One eye can be treated while the other can act as an experimental control.
a. I and II only
b. II and III only
c. III and IV only
d. I and IV only
Genes as Medicine
Genetics Published January 2018 www.BioInteractive.org Page 2 of 2
Short Film Student Handout
6. The gene therapy technique designed by Drs. Bennett and Maguire to cure Molly’s blindness involved using
a virus as a vector to deliver the corrective gene into one of her eyes. What necessary step must be taken
before viruses are used in this way? _______
a. Patients must first take flu medicine to help them avoid any flulike symptoms that the virus causes.
b. The virus’s harmful genes and the ones the virus needs to replicate must be removed.
c. Patients like Molly must first receive a vaccine for the virus so that they don’t get the disease that the
virus carries.
d. Doctors must first snip out the defective gene from a patient’s photoreceptor cells before using the virus
to deliver the corrective gene.
7. Explain unique characteristics of viruses that make them useful tools for gene therapy.
8. As a final test of their technique to cure Leber amaurosis, Drs. Bennett and Maguire needed a large animal
model that was similar to humans.
a. What animal did they choose?
b. List at least three reasons that this animal was a good model for testing a cure for childhood blindness.
9. Mutations to the RPE65 gene can cause Leber amaurosis. Why is it a mistake to call RPE65 “the Leber
amaurosis gene”?
10. Sketch and annotate a diagram that shows how Molly ended up inheriting non-functional alleles for the
gene associated with Leber amaurosis (Molly’s form of childhood blindness).
- NAME:
- DATE:
- question 1:
- question 3:
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